Corinne McCabe

SPED 854 M5
The Broken Arm Case Study
1. List what you learned about each of the characters in the case. What
do you think is motivating the thoughts and actions of each of the
characters?
I learned several things about the characters in this case study. I
learned that Helen, who has a wealth of teaching experience, has no
experience with coteaching. It appears that she has always taught her
classes independently, and with success. She wants to do well and is
apprehensive about the idea of coteaching; however, she also knows the
expectations for her students to perform well on high stakes testing so
she is reluctant to give up control or lower her expectations.
Mary, the special education teacher, also a veteran of teaching and
coteaching, knows the successes of using a coteaching model. Her
experience has allowed her to develop a positive perspective of this
method. Mary is soft-spoken and wants to build a positive relationship
with Helen.
Jim is a hard-working student who has been diagnosed with a
learning delays and auditory processing deficits. He is eager to do well,
and becomes frustrated when he struggles. His biggest area of difficulty
is in spelling.

2. What are the issues and problems in the case? Discuss the common
problems and issues faced in co-teaching.
What steps are required to establish successful co-teaching
relationships?
The biggest issue in this case is the communication, or lack there
of, between Helen and Mary. One of the most important aspects of
coteaching is that the participants have a mutual respect for one another
and treat each other as equals. This did not happen. In fact, Helen
disregarded Marys expertise when Mary tried to suggest they make
modifications to Jims spelling list. In addition, it does not seem that
Mary had adequate time to meet with Helen, and there was no
coplanning.
In an effort to establish a successful coteaching relationship, Helen
and Mary must view each other as equals and demonstrate respect for
one anothers knowledge and expertise. To do this, they should spend
some time getting to know one another. This might allow them to
recognize one anothers strengths.
They should also schedule regular planning times in which they sit
down and create lesson plans together. While planning, they should
discuss their expectations of their students and one another. I also think
it is important to discuss Marys role in the classroom (it was only stated
that she would help the struggling students, but what might that look
like?).

3. When is it appropriate to make instructional accommodations?

Modifications? Discuss techniques for modifying instructional
methods and materials. What instructional accommodations and
modifications in spelling did Mary make for Jim? Were they
effective? Why or why not?
It is appropriate to make instructional accommodations and
modifications when other strategies have been unsuccessful; or when
accommodations and modifications are part of a students IEP.
Mary began by introducing only a portion of the spelling words at a
time. It was ineffective. She tried focusing and explicitly teaching
spelling rules and word structure, and drill and practice-type strategies.
None of the strategies seemed to work, as Jim couldnt remember come
time for the test. One reason these strategies failed may be due to Jims
frustration level. However, had Helen reduced the required number of
words, Jim might have been able to feel successful and learn when to
use the strategies being taught. She could have gradually increased the
required number of words as Jim was maintaining success.
4. Discuss the importance and benefits of communication and
collaboration that promote interaction with students, parents, and
school and community personnel.
When students, parents, school and community personnel work
together, it greatly benefits the students. However, open, clear lines of
communication and positive relationships must be established. Skipping
this step of building relationships could prove to be detrimental, as we

see in this case study. Knowing everyone is on the same page and has
the same goal of the student being successful helps everyone stay
focused and motivated.